Overwhelmingly, research suggests that even though teachers of English recognize the importance of incorporating digital literacies into their classroom curriculums, the majority of teachers have not effectively integrated or even begun to integrate digital technologies into their daily teaching practice (Hutchison & Reinking, 2011; Honan, 2008; Leu, 2006.) Even though most teachers place value on teaching to the needs of their students and understand that these students live in an irrevocably digital world, in which proficiency in a myriad of digital platforms is the expected norm, and even though many of these teachers engage in digital literacy practices in their own lives, there remains a persistent hesitation to incorporate digital literacy into the English classroom. Among the list of reported reasons teachers suggest prevent them from attempting to implement new teaching strategies and curriculum overhauls, is lack of administrative/tech support, limited resources, lack of planning time,
and an overwhelming fear of stepping into the unknown (Stolle, 2008; Hutchison & Reinking, 2011). These obstacles are realities, not just perceptions, for many teachers. This panel presentation is aimed at 7-12
English teachers who want to overcome their fears and work around the logistical “redtape” that may be preventing them from starting a journey to integrating digital literacies in meaningful ways. This three-person panel – a high school English teacher and one middle school English teacher and one high school principal (who began his career as an English teacher) - will speak about their first time experiences with implementing digital literacy in their classrooms. The speakers will address their hesitations, their rationale for the specific technology used, their attempts at curriculum integration and the specific outcomes – including both success and less than success.
The purpose of this presentation is to demonstrate that once a teacher can shift their thinking just a little, there are endless possibilities for expanding and improving daily practice and overall curriculum decisions. Sometimes the only way to move teaching practice forward is to jump headfirst into the unknown and experiment with new ways of approaching both old and new problems. Each of these teachers feels strongly about the importance of presenting 21st century learning experiences to their students and feel that their first experiences with digital technologies can be a source of inspiration for others who are interested and yet find themselves bound by hesitations. They want to share with their community, that it is possible to reinvent your teaching self, to invigorate your classroom and motivate your students to be digitally literate.
Honan, E. (2008). Barriers to teachers using digital texts in literacy classrooms. Literacy, 42(1), p. 36-43.
Hutchinson, A. & Reinking, D. (2011) Teachers perceptions of integrating information and communication technologies into literacy instruction: A national survey in the United States. Reading Research Quarterly, 46(4), 312-333.
Leu, D. (2006). New literacies, reading research, and the challenge of change: A deictic perspective. In J. Hoffman, D. Schallert, M. Fairbanks, J. Worthy & B. Malloch (Eds.), 55th yearbook of the National Reading Conference (pp. 1-20). Oak Creek, WI: National Reading Conference.
Stolle, E. (2008). Teachers, literacy, & technology: Tensions, complexities, conceptualizations and practice. In Y. Kim, V. Risko, D. Compton, D. Dickenson, M.Hundley, R. Jimenez, K. Leander & D. Wells-Rowe (eds.), 57th yearbook of the National Reading Conference (pp. 56-69). Oak Creek, WI: National Reading Conference.
Reinventing yourself as a 21st century English teacher
Presenters:
Sheila Cooperman
John Falino
Cara Stepanian,
Overwhelmingly, research suggests that even though teachers of English recognize the importance of incorporating digital literacies into their classroom curriculums, the majority of teachers have not effectively integrated or even begun to integrate digital technologies into their daily teaching practice (Hutchison & Reinking, 2011; Honan, 2008; Leu, 2006.) Even though most teachers place value on teaching to the needs of their students and understand that these students live in an irrevocably digital world, in which proficiency in a myriad of digital platforms is the expected norm, and even though many of these teachers engage in digital literacy practices in their own lives, there remains a persistent hesitation to incorporate digital literacy into the English classroom. Among the list of reported reasons teachers suggest prevent them from attempting to implement new teaching strategies and curriculum overhauls, is lack of administrative/tech support, limited resources, lack of planning time,
and an overwhelming fear of stepping into the unknown (Stolle, 2008; Hutchison & Reinking, 2011).
These obstacles are realities, not just perceptions, for many teachers. This panel presentation is aimed at 7-12
English teachers who want to overcome their fears and work around the logistical “redtape” that may be preventing them from starting a journey to integrating digital literacies in meaningful ways. This three-person panel – a high school English teacher and one middle school English teacher and one high school principal (who began his career as an English teacher) - will speak about their first time experiences with implementing digital literacy in their classrooms. The speakers will address their hesitations, their rationale for the specific technology used, their attempts at curriculum integration and the specific outcomes – including both success and less than success.
The purpose of this presentation is to demonstrate that once a teacher can shift their thinking just a little, there are endless possibilities for expanding and improving daily practice and overall curriculum decisions. Sometimes the only way to move teaching practice forward is to jump headfirst into the unknown and experiment with new ways of approaching both old and new problems. Each of these teachers feels strongly about the importance of presenting 21st century learning experiences to their students and feel that their first experiences with digital technologies can be a source of inspiration for others who are interested and yet find themselves bound by hesitations. They want to share with their community, that it is possible to reinvent your teaching self, to invigorate your classroom and motivate your students to be digitally literate.
Resources
Hicks & Turner (2013) English Journal, No Longer a Luxury: Digital Literacy Can' t Wait
Honan, E. (2008). Barriers to teachers using digital texts in literacy classrooms. Literacy, 42(1), p. 36-43.
Hutchinson, A. & Reinking, D. (2011) Teachers perceptions of integrating information and communication technologies into literacy instruction: A national survey in the United States. Reading Research Quarterly, 46(4), 312-333.
Leu, D. (2006). New literacies, reading research, and the challenge of change: A deictic perspective. In J. Hoffman, D. Schallert, M. Fairbanks, J. Worthy & B. Malloch (Eds.), 55th yearbook of the National Reading Conference (pp. 1-20). Oak Creek, WI: National Reading Conference.
Stolle, E. (2008). Teachers, literacy, & technology: Tensions, complexities, conceptualizations and practice. In Y. Kim, V. Risko, D. Compton, D. Dickenson, M.Hundley, R. Jimenez, K. Leander & D. Wells-Rowe (eds.), 57th yearbook of the National Reading Conference (pp. 56-69). Oak Creek, WI: National Reading Conference.